GSEs:
LS4- Humans are similar to other species in many ways and are unique among Earth's forms.
LS4 (7-8)-11 Students demonstrate an understanding of human heredity by 11b- tracing a genetic characteristic through a given pedigree to demonstrate the passage of traits.
Context for the Lesson:
The lesson will allow the students to develop a better understanding of the information that the students have gathered for homework during the past week. They will be assigned a homework assignment on the first day of the unit to record characteristics about their family members in the form of a survey. They will use this survey to create their own pedigree after learning the different aspects that go into reading and creating a pedigree chart. The lesson will take the full 90 minute class period.
Opportunities to Learn:
Students will be seated in groups of two, the same grouping as Lesson 3 .
Prior to this lesson:
1. Students will have to have completed their homework, a survey of their families traits.
2. If any student did not complete their homework, they will be given a sample family and can either make up their own pedigree or use the sample family traits to make their pedigree.
1. Students will be introduced to the concept of pedigrees be learning the different parts, applying this knowledge to read a pedigree as a class, and then using this information to formulate their own pedigree.
2. Students will be encouraged to ask questions and help each other make their individual pedigree.
Students approaching proficiency:
Scaffolding is used in this lesson, where the topic is introduced, an example is given, and then they are sent on their own to apply the knowledge. The students have the opportunity to get personal help in part 3 when they are making their own pedigrees.
Students exceeding proficiency:
Students will have the chance to really go above and beyond when they are making their personal pedigrees. They can use creativity with graphics, pictures, etc. and they have the option to use more then one trait through their pedigrees.
Objectives:
Students will be able to read a pedigree chart and explain the passing of genes through generations.
Students will create their own pedigree chart of their family and the passing of genes through their family tree.
Opening:
1. As the students enter the classroom, there will be instructions on the board for them to get out their homework where they surveyed their family members about their genetic traits.
2. They must answer the journal question: “What traits do I share with my family members?”
3. Keep in mind the purpose of your formal lab report and give me one hypothesis that you can make according to your data.
4. Go over some example hypothesis and ask for volunteers to share. Review key points to be made in hypothesis. Do you see common traits among members of your family?
Example hypothesis:
One trait that I observe throughout my family is the trait of brown hair. Hair color is an inherited trait that has both dominant and recessive forms. The dominant form of hair color is brown hair and the recessive form is blond hair. I surveyed my family members and I observed that 4/7 of them have the brown hair phenotype. This leads me to my hypothesis that brown hair is an inherited trait that runs through my family.
Engagement: Part 1 Parts of a Pedigree
*They will set up their notebooks for notes on “Making and Reading a Pedigree”
1. There will be an introduction about what a pedigree is and what it is used for. Good.
2. Notes will be given describing the parts of a pedigree, the proper formal, the symbols used, etc. These notes will be taken by the students in their notebooks. Notes
3. An example of a small pedigree will be drawn on the board for them to draw and label in their notes.
Part 2 Reading a Pedigree
1. Queen Victoria’s Pedigree will be put up on the overhead.
2. Observations will be made as a class. What patterns are present? What do the shaded boxes mean? What does the shaded box tell me about the disease passing through the family? How can this relate to the traits that we have observed? Can we follow a phenotype through a pedigree?
3. Conclusions will be made regarding the Hemophilia disease based on their observations of the pedigree.
Key points to be made: Observation of the key and use of symbols. What it means when a box is half shaded. The fact that hemophelia is a "sex linked" and observe how this effects how it is passed through the generations. [Note: it is not important that sex linkage is covered completely- they will be covering this later in the unit]
Part 3 Making Your Pedigree
1. Students will make their own pedigrees using colored pencils and white paper.
2. They must show at least three traits through their family. They can make up their own symbols to show the trait.
Example, half shaded box= brown hair and outlined box= blue eyes
Be Creative! As long as you have a key, you can use whatever you want. They can include family photos and other graphics to add to their pedigree chart.
3. Students will work individually and use their homework family survey to trace a trait of their choice through their family tree. If they have used a famous family, they must include pictures that they used in order to decide on their physical traits.
4. Students will keep their pedigrees to be a part of their formal lab report.
Closure:
1. Students will be asked to volunteer to share their pedigrees and show them under the projector.
2. The journal question will be revisited. What traits do we share with our family members? How to pedigrees help us trace traits through the family? Why are pedigrees useful?
Assessment:
1. The quiz at the beginning of the lesson will assess what they have learned in the first two lessons.
2 Students will be formatively assessed based on participation in the activity and willingness to share their findings with the class. They will be asked questions throughout the activity: How can a pedigree be used? What does it have to do with inherited traits? Can you relate this hypothesis for your lab report? 3. The pedigrees that are kept in their science folders will be checked throughout Part 3 and can be completed for homework if they did not finish in class.
Pedigree
GSEs:
LS4- Humans are similar to other species in many ways and are unique among Earth's forms.
LS4 (7-8)-11 Students demonstrate an understanding of human heredity by
11b- tracing a genetic characteristic through a given pedigree to demonstrate the passage of traits.
Context for the Lesson:
The lesson will allow the students to develop a better understanding of the information that the students have gathered for homework during the past week. They will be assigned a homework assignment on the first day of the unit to record characteristics about their family members in the form of a survey. They will use this survey to create their own pedigree after learning the different aspects that go into reading and creating a pedigree chart. The lesson will take the full 90 minute class period.
Opportunities to Learn:
Students will be seated in groups of two, the same grouping as Lesson 3 .
Prior to this lesson:
1. Students will have to have completed their homework, a survey of their families traits.
2. If any student did not complete their homework, they will be given a sample family and can either make up their own pedigree or use the sample family traits to make their pedigree.
Materials Needed:
-white paper-colored pencils
-Queen Victoria Pedigree
-projector
Differentiated Instruction:
1. Students will be introduced to the concept of pedigrees be learning the different parts, applying this knowledge to read a pedigree as a class, and then using this information to formulate their own pedigree.2. Students will be encouraged to ask questions and help each other make their individual pedigree.
Students approaching proficiency:
Scaffolding is used in this lesson, where the topic is introduced, an example is given, and then they are sent on their own to apply the knowledge. The students have the opportunity to get personal help in part 3 when they are making their own pedigrees.
Students exceeding proficiency:
Students will have the chance to really go above and beyond when they are making their personal pedigrees. They can use creativity with graphics, pictures, etc. and they have the option to use more then one trait through their pedigrees.
Objectives:
Opening:
1. As the students enter the classroom, there will be instructions on the board for them to get out their homework where they surveyed their family members about their genetic traits.
2. They must answer the journal question: “What traits do I share with my family members?”
3. Keep in mind the purpose of your formal lab report and give me one hypothesis that you can make according to your data.
4. Go over some example hypothesis and ask for volunteers to share. Review key points to be made in hypothesis. Do you see common traits among members of your family?
Example hypothesis:
One trait that I observe throughout my family is the trait of brown hair. Hair color is an inherited trait that has both dominant and recessive forms. The dominant form of hair color is brown hair and the recessive form is blond hair. I surveyed my family members and I observed that 4/7 of them have the brown hair phenotype. This leads me to my hypothesis that brown hair is an inherited trait that runs through my family.
QUIZ!
Quiz on key terms from first two lessons
Engagement:
Part 1 Parts of a Pedigree
*They will set up their notebooks for notes on “Making and Reading a Pedigree”
1. There will be an introduction about what a pedigree is and what it is used for. Good.
2. Notes will be given describing the parts of a pedigree, the proper formal, the symbols used, etc. These notes will be taken by the students in their notebooks.
Notes
3. An example of a small pedigree will be drawn on the board for them to draw and label in their notes.
Part 2 Reading a Pedigree
1. Queen Victoria’s Pedigree will be put up on the overhead.
2. Observations will be made as a class. What patterns are present? What do the shaded boxes mean? What does the shaded box tell me about the disease passing through the family? How can this relate to the traits that we have observed? Can we follow a phenotype through a pedigree?
3. Conclusions will be made regarding the Hemophilia disease based on their observations of the pedigree.
Key points to be made: Observation of the key and use of symbols. What it means when a box is half shaded. The fact that hemophelia is a "sex linked" and observe how this effects how it is passed through the generations. [Note: it is not important that sex linkage is covered completely- they will be covering this later in the unit]
Part 3 Making Your Pedigree
1. Students will make their own pedigrees using colored pencils and white paper.
2. They must show at least three traits through their family. They can make up their own symbols to show the trait.
Example, half shaded box= brown hair and outlined box= blue eyes
Be Creative! As long as you have a key, you can use whatever you want. They can include family photos and other graphics to add to their pedigree chart.
3. Students will work individually and use their homework family survey to trace a trait of their choice through their family tree. If they have used a famous family, they must include pictures that they used in order to decide on their physical traits.
4. Students will keep their pedigrees to be a part of their formal lab report.
Closure:
1. Students will be asked to volunteer to share their pedigrees and show them under the projector.
2. The journal question will be revisited. What traits do we share with our family members? How to pedigrees help us trace traits through the family? Why are pedigrees useful?
Assessment:
1. The quiz at the beginning of the lesson will assess what they have learned in the first two lessons.
2 Students will be formatively assessed based on participation in the activity and willingness to share their findings with the class. They will be asked questions throughout the activity: How can a pedigree be used? What does it have to do with inherited traits? Can you relate this hypothesis for your lab report?
3. The pedigrees that are kept in their science folders will be checked throughout Part 3 and can be completed for homework if they did not finish in class.